few_shots: Example:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Thought: An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation. Solving this problem does not require use of the Pythagorean identity.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001894

HS
options: Understand the relationship between numbers and quantities; connect counting to cardinality.

Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
problem_activity: Narrative
The purpose of this warm-up is to elicit the mathematical questions that students produce about shapes composed of pattern blocks, which will be useful when students create and ask questions about shapes in a later activity. While students may notice and wonder many things about the shape, the questions that students can answer about the image are the important discussion points. As students discuss and justify their questions and answers, they share a mathematical claim and the thinking behind it (MP3).
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
Mai used pattern blocks to make this shape.
What do you notice?
What do you wonder?
[IMG]
Student Response
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Activity Synthesis
Reread each of the questions that students shared.
As you read each question, ask: “Can we figure out the answer to this question? How?” (We can figure out how many blue rhombuses she used by counting. We would have to ask Mai why she didn’t use any square pattern blocks.)


correct_option_index: 0

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